Poster #89 - Using National and State Standards to Evaluate Preschool Music Curricula

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Education, Schooling

Integrative Statement

Introduction:
Music instruction in preschool classrooms increases language and literacy outcomes (Jordan-DeCarbo & Galliford, 2011; Lorenzo et al., 2014; Runfola et al., 2012), pro-social behavior (Kirschner & Tomasello, 2010; Trainor & Cirelli, 2015), and gross motor development (Derri, Tsapakidou, Zachopoulou, and Kioumourtzoglou, 2001). Many curriculum recommendations and learning standards advocate the inclusion of music education in the classroom; these include the National Association for the Education of Young Children ([NAEYC]; 2017), National Association for Music Education (2014), and other prominent organizations and curricula. However, only 28% of children receive daily music-making experiences in their preschool classroom (Nardo, 2006). This absence of high-quality music instruction in early childhood settings may be due to the lack of research or practitioner resources supporting the implementation of high-quality music-making practices. These resources are critical as preliminary research indicates that many early childhood professionals receive little to no pre-service training regarding music-making (Barrett, 2014). With scarce resources, teachers may turn to commercially available preschool music curricula; however, little research exists examining the alignment of these curricula to learning standards.
Research Questions:
What are key elements of music-making in early childhood settings according to learning standards and frequently used curricula?
How do commercially available preschool music curricula align with learning standards and frequently used curricula?

Method:
We systematically examined multiple textbooks, frequently used music curricula, and learning standards to determine what high-quality music instruction for three to five-year-old children should include. Next, we examined learning standards and guidelines from national and local organizations including the National Association for the Education of Young Children (2017), Head Start (Head Start Domains; 2010) and the NE Early Learning Guidelines (2013). Finally, curricula recommendations for two of the most frequently used early childhood curricula the Creative Curriculum (2011) and the HighScope Educational Research Foundation (2012) (Schachter et al., In Progress) were reviewed. Findings across document types were condensed to create a set of summary standards, which will be included on the poster. These were used to evaluate commercially available preschool music curricula.

Findings:
We used the summary standards to critically evaluate the strengths and limitations of the five curricula. Kindermusik’s Laugh and Learn adheres to the most standards and is only lacking because males sing songs on the reference recordings an octave below where the children should sing. The other four curricula, Sing and Play, World Music, PSP Playground, and Tuneables, all share similar limitations. Many songs in the curricula are pitched too low for young voices, and the vocalists on the reference recordings are singing an octave below the printed music, making it unclear which octave the children should sing. Also, two curricula do not include a variety of songs, instruments, and movement. In summary, only a small sample of available curricula meet the learning standards, and preschool educators need this information to make purchasing decisions.

Authors

• Jentry Stoneman Barrett, University of Nebraska-Lincoln
  Presenting Author

• Rachel Erin Schachter, University of Nebraska-Lincoln
  Non-Presenting Author